Three experiments were carried out to explore the influence of orthographic codes in the comprehension of auditorially presented words by blind and sighted adolescents (N=24). Results of the first experiment suggested that a braille-derived orthographic code, as well as a print-derived code, affects auditory word processing. (Author)

Discusses an approach to teaching Russian which addresses the problem from the perspective of the reader or listener. Students are taught first to identify the nuclear construction of sentences--the subject and predicate--and then to isolate the remaining noun phrases and relate them with one of the two core elements. (SED)

Thirty academically achieving and 30 learning-disabled adolescents were examined on a battery of auditory language comprehension tests. Results indicated that 73 percent of the learning-disabled group scored lower than all of the control Ss on one or more of these tests. The importance of identifying auditory comprehension defects in the…

Discusses the elements of the language learning process, i.e., language experience, the learner, mental processes, comprehension, learning, the capacities the learner brings to the process, and the conditions for learning and elaborates on their implications for second language teaching. What must occur before the learner moves across the gap…

The Expressive One-Word Picture Vocabulary Test was administered to 56 males and 52 females from 45 to 80 months of age to investigate sex differences in the expressive vocabulary of Head Start children. Data indicated no significant sex differences. (Author/PN)

Differential attention of two-month-old infants to synthetically generated and naturally produced rising and falling intonation contours was studied, and it was learned that infants attended more to naturally produced rising contours and synthetically generated falling contours. Use of the infant-control auditory preference paradigm was also…

The relationship of object permanence and classification skills to receptive and expressive language development was investigated in infants. Object permanence, classification, and parent-child verbal interaction ratings were about equally related to language comprehension functioning, while permanence was more strongly related to language…

Intended for the teacher of handicapped children, the article describes some symptoms of language processing difficulty. Prerequisite skills for language comprehension are reviewed, and characteristics which can help to identify children with receptive language problems are listed. (SBH)

Describes study of relationship between seven specific factors and receptive language development of fourth and seventh grade culturally-different students. (JM)

Noncomprehension signaling by 16 school-age children with mild mental retardation was compared with performance of 16 typically developing children matched for nonverbal mental age. Message type and speaker were manipulated in a direction-following task. Message type, not speaker, influenced noncomprehension signaling, with no intergroup…

Compares written stories of normally achieving and learning disabled (LD) children in grades 1-3. Tests receptive language, figure copying, and spelling. Finds that groups differed on figure copying, spelling, and written productivity, but not receptive language. Finds that non-LD grade level groups differed on two components of the handwriting…

Three studies investigated 3-year-olds' comprehension of indirectly and directly learned words after a 2-day delay. Found indirectly and directly learned proper and common names resulted in proper name mappings that picked out individual and common name mappings that could be extended to another category member. When additional, sometimes…